eric.ed.gov har udgivet: This report measures trends in performance among urban schools receiving federal School Improvement Grant (SIG) awards as part of the American Recovery and Reinvestment Act of 2009 (ARRA). The Council of the Great City Schools aims to document how member districts of the Council of the Great City Schools implemented SIG and specifically what effects the program had on student test scores and school “holding power”–the ability of high schools to move students through the system on a timely basis. Finally, based on interviews with district and school-based staff in several case study districts, common characteristics of successful and unsuccessful implementation of the SIG program in Council schools and districts are identified and described. Results of the analysis across states for grades three through eight in both… Continue Reading →
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eric.ed.gov har udgivet: The present study sought to examine the relationship between teacher quality and student achievement in public elementary schools in a community district school of the New York City. It has 23 elementary schools, more than 7,600 students and around 350 teachers. For this study, participants consist of a sample of 117 full-time teachers who were working in third, fourth and fifth grade during the 2006-2007 school year. By recognizing the link between quality teaching and student achievement, this study addressed the broad question: “What is the relationship between teacher quality and student achievement?” Methodologically, data collection was based on a standardized questionnaire developed by the National Center for Education Statistics (NCES). The survey used here was adapted by the researcher to explore three specific teacher quality characteristics:… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Subject marginalisation is an on-going concern across the primary education sector, particularly for the arts and humanities. This poses issues for pre-service teacher partnerships and for higher education institutions (HEIs) evaluating the role of subjects within their teacher training courses as they reform their curricula to prepare students to teach across diverse educational contexts. Through the interpretation of student voice, we disseminate a case study with primary initial teacher education (ITE) students that investigates learner perceptions of their training in under-represented foundation subjects. Emerging themes include tensions between university and school-based practices, and between curriculum models, together with the need to develop student adaptability and self-direction. The authors propose that if ITE students explore and take on the… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Science curriculum is delivered to students through a controlled process at different levels and in various contexts. Although it has been said that science teachers’ viewpoints and attitudes influence the interpretation of curricula, this study is interested in factors affecting their pedagogical perspectives, such as their beliefs and teaching practices. Therefore, the objective of this study is to assess the factors involved in forming lower secondary science teachers’ pedagogical perspectives in Japan. To achieve this objective, we conducted a survey of lower secondary science teachers in the city of Hiroshima in Japan and the city of Leeds in England (we do not intend to imply that Leeds is representative of all of England). We then examined their pedagogical… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study used a quasi-experimental design to evaluate the efficacy of the universal, school-based VIP-Makkerskap [VIP Partnership] programme. 1101 students in a test group and 734 students in a control group completed questionnaires one week (t1), ten weeks (t2), and six months (t3) after programme implementation. A one-way ANCOVA showed that at t2 and t3, students in the test group reported significantly higher social classroom environment scores than the control group, but the effect sizes were small (d = .10 and .09, respectively). Further analyses showed that five of the ten test schools accounted for the increase in the outcome variable from t1-t2. In these schools, a greater proportion of teachers had used the programme since its beginning… Continue Reading →
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eric.ed.gov har udgivet: In January 2012, the West Virginia Governor’s Office released an influential report, “Education Efficiency Audit of West Virginia’s Primary and Secondary Education System,” written by Public Works (2012), a management consulting company headquartered in West Chester, Pennsylvania. Based largely on this report, the West Virginia Legislature passed education reform legislation, which was signed into law by the Governor in spring 2013. The Catalyst School Research Study examined the initial stage of an initiative that grew out of that reform. The Transforming Professional Learning initiative focused on changing the way the West Virginia Board of Education (WVBE) defined professional learning and the ways major providers involved themselves in the professional learning of educators in the state, especially the West Virginia Department of Education (WVDE) and regional education service… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper describes a systematic review of international research evidence identifying the most promising approaches to attracting and retaining teachers in hard-to-staff areas. Only empirical studies that employed a causal or suitable comparative design and had robust measurements of recruitment and retention outcomes were considered. Studies were assessed for strength of evidence taking into account threats to trustworthiness which may bias the results. A search of 13 electronic databases and Google/Google scholar identified 20 distinct research reports that met the inclusion criteria. Financial incentives was the only approach that seemsto work in attracting teachers to challenging schools, but not effective in retaining them. To keep teachers working in challenging schools a supportive and conducive working environment would be… Continue Reading →
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eric.ed.gov har udgivet: This article presents the results of an evaluation of Positive Family Support, an ecological family intervention and treatment approach to parent supports and family management training developed from a history of basic and translational research. This effectiveness trial, with 41 public middle schools randomly assigned to intervention or control, examined student-, teacher-, and parent-reported outcomes, as well as math and reading scores and school attendance. Multilevel analyses suggested that for students at risk for behavior problems, immediate-intervention schools outperformed control schools on parent-reported negative school contacts for students at risk for behavior problems. Implementation, however, was hampered by several challenges, including school funding cuts, lack of staff time to provide parenting supports, and staff turnover. Given that preventive interventions are generally cost effective, it is critical that… Continue Reading →
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eric.ed.gov har udgivet: The IMPACT Project is a parental involvement initiative originating in London, England. This book aims at a kaleidoscopic approach reflecting a variety of perspectives on the work in this project over five years. Chapters are grouped according to particular aspects of parental involvement. Part I, “Starting IMPACT,” contains only one chapter: “IMPACT: Pride, Prejudice and Pedagogy: One Director’s Personal Story” (Ruth Merttens). Part II, “Doing IMPACT,” contains five chapters: “IMPACT and the Early Years Classroom” (Chris Tye), “Maths in My Home” (Sue Hunter), “A Probationer’s Year on IMPACT’s Probationary Year” (Kerry Carrie), “IMPACT: A Parent’s Personal Perspective” (Sylvia Harrison), and “IMPACT: Does It Really Make a Difference? A Teacher’s Personal View” (Linda Calvert). Part III, “Supporting IMPACT,” contains five chapters: “IMPACT: A Humberside Perspective” (Alwyn Morgan and… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Drawing on a cross-cultural, qualitative study in Finnish and Korean comprehensive schools, we explore how teacher control and student agency are manifested and exercised in the teaching and learning practices of the “official school” and in the student–teacher interactions of the “informal school”. We also elaborate on how students reflect on control and agency. Bernstein’s concepts of framing and classification are employed as a theoretical lens with which to examine control, agency and hierarchy. Data consists of school observations and interviews with students aged 12 to 14 and their teachers, conducted in six schools. The findings indicate that student agency is intensively constrained in their participation in teaching-learning practices. The analysis also reveals a paradox where students do… Continue Reading →
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